Thesis (Ph. D.)--Montana State University--Bozeman, 2004. / Typescript. Chairperson, Graduate Committee: Linda M. Simonsen. Includes bibliographical references (leaves 139-149).

Thesis (Ph. D.)(Information Technology)--University of Pretoria, 2002. / Title from opening screen (viewed Apr. 19, 2004).

Thesis (MDistance Ed) -- University of South Australia, 1994

This study compared the attitudes, motivation, self-concept and performance of two Grade 9 Core French (FSL) classes in Ontario. One class of 16 students used computer mediated communication (CMC) for approximately 1.5 hours per week. The other class of 24 students did not use computers. Analysis of covariance showed no statistically significant differences on any quantitative measures of attitude, motivation, self-concept or performance. The analysis of student interview responses and teacher observations revealed no significant between-group differences on these four variables either. The results suggest that computers are not better than traditional communicative methods of second language teaching in developing Grade 9 FSL students' attitudes, motivation, self-concept and performance. Since the teacher was the variable common to both classes, however, her influence may explain the undifferentiated between-group results. Regardless of the methods used to teach students, the teacher may always be the most influential variable in determining students' attitudes, motivation, self-concept and performance.

This study compared the attitudes, motivation, self-concept and performance of two Grade 9 Core French (FSL) classes in Ontario. One class of 16 students used computer mediated communication (CMC) for approximately 1.5 hours per week. The other class of 24 students did not use computers. Analysis of covariance showed no statistically significant differences on any quantitative measures of attitude, motivation, self-concept or performance. The analysis of student interview responses and teacher observations revealed no significant between-group differences on these four variables either. The results suggest that computers are not better than traditional communicative methods of second language teaching in developing Grade 9 FSL students' attitudes, motivation, self-concept and performance. Since the teacher was the variable common to both classes, however, her influence may explain the undifferentiated between-group results. Regardless of the methods used to teach students, the teacher may always be the most influential variable in determining students' attitudes, motivation, self-concept and performance. / Education, Faculty of / Language and Literacy Education (LLED), Department of / Graduate